1. THE SCHOLARSHIP OF ENGAGEMENT I am convinced that…the academy must become a more vigorous partner in the search for answers to our most pressing social, civic, economic, and moral problems, and must reaffirm its historic commitment to what I call the scholarship of engagement. The scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems…Campuses would be viewed by both students and professors not as isolated islands, but as staging grounds for action. The scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and creatively with each other. Ernest Boyer (1996), The Journal of Public Service and Outreach

2. Economic Development Service-Learning Student Volunteerism Faculty Outreach Shared ResourcesExtension Services Civic Awareness & Deliberative Dialogue Internships & Practica Circle of Higher Education Civic Engagement Initiatives

3. Service-Learning Characteristics Meets academic learning objectives Involves experience with a community-based organization or group suitable for promoting civic learning Involves structured reflection or analysis Is based upon principles of academy-community partnership and reciprocity

5. Civil Society To envision a democratic civic entity that empowers citizens to rule themselves is then necessarily to move beyond the two-celled model of government versus private sector we have come to rely on….Civil society, or civic space, occupies the middle ground [between the two]. It is not where we vote and it is not where we buy and sell; it is where we talk with neighbors about a crossing guard…a benefit for our community school… Barber, Jihad vs. McWorld

6. Knowledge Consumption vs. Knowledge Production The nub of the problem, I believe, is that our society encourages a consumer rather than a producer mentality. In school, for example, students spend much of their time reading and listening and taking notes. At all levels they are merely consuming what their teachers and their textbooks tell them, while the only products they learn to produce are usually in the form of tests that measure comprehension rather than intelligence. Sternberg, Successful Intelligence

7. What We Know About Learning The learner creates his or her learning actively & uniquely Learning is about making meaning for each individual by establishing and reworking patterns & connections Every student learns all the time, both with us & despite us Direct experience decisively shapes individual understanding for each learner Learning occurs best when people are confronted with a compelling and identifiable problem Beyond stimulation, learning requires reflection Effective learning is social and interactive Peter Ewell, “Organizing for Learning,” AAHE Bulletin

8. The method people naturally employ to acquire knowledge is largely unsupported by traditional classroom practice. The human mind is better equipped to gather information about the world by operating within it than by reading about it, hearing lectures on it, or studying abstract models of it. The Sante Fe Institute, The Mind, the Brain and Complex Adaptive Systems

9. Even At Harvard Even at a college as academically focused and intense as Harvard, most graduates have far clearer memories of their singing, or writing, or volunteer tutoring of recent immigrants, than of the details of [a] class…Those students who make connections between what goes on inside and outside the classroom report a more satisfying college experience. Richard Light, Making the Most of College

11. Colleges and universities today show an increasing disparity between faculty and students … What suffers as a consequence is the learning process itself - an observation that pervades in numerous national reports … Unfortunately, the natural differences in learning patterns exhibited by new students are often interpreted by faculty as deficiencies. What may be happening, then, is a fundamental "mismatch" between the preferred styles of faculty and those of students. Schroeder, “ New Students – New Learning Styles ”

12. The Four Quadrants of Service-Learning Program Design Student-Centered Structured Learning Community-Centered Unstructured Learning Academic Expertise Focus Common Good Focus Service-Learning

13. Faculty Challenges Choosing an Appropriate Project Designing Multi-Level Reflection Strategies Turning Service Activities into Scholarship Making a Personal Commitment

14. Public Engagement Personal Contact & Direct Service Problem-solving /Asset-creating Projects Research as Resource

16. AAHE Service-Learning in the Disciplines Series Accounting Biology Communication Studies Composition Engineering Environmental Studies History Hospitality Management Management Medical Education Nursing Peace Studies Philosophy Political Science Psychology Religious Studies Sociology Spanish Teacher Education Women’s Studies * Related Volumes: Economics, Mathematics, Literature, Linguistics

18. The single most important pattern we have found in the lives of people committed to the common good is what we have come to call a constructive, enlarging engagement with the other. Dalosz et al., Common Fire

19. MIS-EDUCATIVE SERVICE-LEARNING EXPERIENCES Seem a waste of time Are interesting but unconnected Do not challenge and may even reinforce stereotypes Cut off interest in future experiences Do not empower Do not lead to deeper understanding

20. Next-Century Learning …today, people worldwide need a whole series of new competencies…but I doubt such abilities can be taught solely in the classroom, or be developed solely by teachers. Higher order thinking and problem-solving skills grow out of direct experience…they require more than a classroom activity. They develop through active involvement and real-life experiences in workplaces and the community. Abbott, “The Search for Next-Century Learning”

21. …civic engagement is necessary because no democracy – indeed, no reasonably just regime of any type can manage without private, voluntary, nonprofit associations. In turn, these associations need citizens who have certain relevant skills, habits and virtues. Peter Levine, The Future of Democracy